Abstract
Data sources
PubMed, ERIC and PsycLIT. The database search was supplemented with manual search of the electronic archives of the following journals: Academic Medicine, Medical Education, Teaching and Learning in Medicine, Journal of Dental Education and European Journal of Dental Education. Further articles were retrieved from the reference lists of selected papers. The review covered the period 1976-2008.
Study selection
Studies were eligible if they presented original research using PBL in research settings compared with another educational method (at a whole curriculum level or as a single intervention). This review included both randomised controlled trials (RCTs) and comparative studies. Qualitative and quantitative designs were eligible.
Data extraction and synthesis
Three dental educators selected studies. It is not clear that there were predefined criteria. The studies showed considerable heterogeneity in their study designs, characteristics, outcome variables and results. A descriptive review of the data was presented.
Results
Sixty-nine studies were initially identified. The authors excluded 17 of these because they could not obtain full texts. Thirteen studies were excluded because they used purely qualitative data. Of the remaining 39 studies six were RCTs and 33 comparative studies. The RCTs gave little information about the curriculum design and used markedly different outcome measurements including test scores, personal characteristics and subjective approaches to learning and experiences. There was no overall difference in student performances between the integrated and the PBL curriculum but a significant difference in favour of these two when compared with a conventional curriculum. A modest advantage of PBL was noted in relational skills, humanistic attitudes and diagnostic accuracy. Test scores did not appear to be influenced by the use of PBL. Though PBL seems to have a good effect on several competencies after graduation no significant effects were observed in lifelong learning attitudes. Comparative studies on the whole showed a benefit from using PBL, for example in critical reasoning, problem solving abilities and creativity.
Conclusions
Some evidence exists that single PBL intervention in a traditional curriculum is an effective learning tool, though test results appear not to be affected.
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Address for correspondence: Dr Ioannis Polyzois, School of Dental Science, Trinity College Dublin 2, Ireland. E-mail: Ioannis.Polyzois@dental.tcd.ie
Polyzois I, Claffey N, Mattheos N. Problem-based learning in academic health education. A systematic literature review. Eur J Dent Educ 2010; 14: 55–64
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Townsend, G. Problem-based learning interventions in a traditional curriculum are an effective learning tool. Evid Based Dent 12, 115–116 (2011). https://doi.org/10.1038/sj.ebd.6400829
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DOI: https://doi.org/10.1038/sj.ebd.6400829
